پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 31 |
| تعداد شماره‌ها | 325 |
| تعداد مقالات | 3,160 |
| تعداد مشاهده مقاله | 3,902,137 |
| تعداد دریافت فایل اصل مقاله | 4,735,365 |
The Relationship between School Principals’ Development and Self-efficacy with the Effectiveness of High Schools | ||
| School Administration | ||
| مقاله 10، دوره 8، شماره 2، مرداد 2020، صفحه 202-186 اصل مقاله (1.12 M) | ||
| نوع مقاله: Quantitative Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.2020.223 | ||
| نویسندگان | ||
| ابوالفضل قاسم زاده علیشاهی* 1؛ زینب زینب فولادوند2؛ تقی زوار3 | ||
| 1دانشیار مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، ، دانشگاه شهید مدنی آذربایجان، تبریز، ایران | ||
| 2کارشناس ارشد مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی ، دانشگاه شهید مدنی آذربایجان، تبریز، ایران | ||
| 3دانشیار مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران | ||
| چکیده | ||
| Studies on the effectiveness of schools have confirmed the role of principals in the success of schools (Louis et al. (2010); Schmidt Davis and Bottoms (2011); Prasertcharoensuk & Tang (2017). The study of Sammons & Bakkum (2011) showed that leadership leads to creating a constructive behavioral climate, positive motivation in the learners, and learning culture whose result can be positive changes in the students and school improvement in general. Specifically, strategies of school teachers inevitably lead to the schools′ effectiveness. According to the study of Prasertcharoensuk & Tang (2017), the term “school effectiveness” refers to the multidimensional effectiveness of the leaders, teachers, and students of the school in reaching educational goals (Creemers & Kyriakides (2010); Lee & Choi (2003); Scheerens (2013); Wen-Ling Shih and Chun-Yen Tsai (2016). In terms of school leadership, effectiveness is defined as reaching goals. In the present study, the relationship of development and self-efficacy of principals with the school effectiveness of first and second grades of high school was examined. The lack of development and self-efficacy of principals can yield problems. According to the above-mentioned points, this study aims to find if there is any correlation between development and self-efficacy of principals and school effectiveness. This study had survey approach. It used descriptive methods for applied goals. Statistical population included all principals of first and second grades of high school in Khoramabad City (n=175). Based on Morgan Table, the sample size of 150 school principals was obtained. To select the representative sample of the principals, relative stratified random sampling method was used and finally, 103 men and 47 women were selected as the sample. In order to gather data, the standard questionnaire of content development of principals adopted from Farahi Bozanjani (2003) with 30 elements was used. This questionnaire measures three elements including knowledge (10 elements), ability (10 elements), and skill (10 elements) using a 5-point Likert scale. Content and predictive validity of this tool have been confirmed in prior studies (Farahi Bozanjani, 2002). In this study, correlation coefficients for three elements of knowledge, ability, and skill were obtained to be 0.90, 0.92, and 0.91, respectively. In order to measure self-efficacy variable, the questionnaire of Petrido et al. (2014, cited in Foladvand, (2015) was used. The questionnaire included 31 elements, measuring self-efficacy of school principals. It also used a 5-point Likert scale (1=quite disagreed and 5= quite agreed) with the minimum score of 31 and the maximum score of 155 (Foladvand, 2015). In order to determine the consistency of this measure, Cronbach's alpha was used whose value in this study was obtained to be 0.95. In order to measure the variable of school effectiveness, the standard questionnaire of school effectiveness of Hoy & Miskel (2013) was used; it included 8 elements scored by a 5-point Likert scale. Minimum and maximum likely score in this tool was 8-40. To determine consistency of this measure, Cronbach's alpha was used whose value in this study was obtained to be 0.90. Validity and consistency of this tool were confirmed in prior studies (Hoy & Miskel, 2013). Consistency of all questionnaires was confirmed by Cronbach's alpha and their content validity was also verified by the ideas of experts. In order to analyze data, descriptive and referential statistics were used. Obtained results showed that the development of the principals and its elements (including skill, ability, knowledge) were positively and significantly correlated with the school effectiveness (r=0.26, 0.28, and 0.26). Results also showed a positive and significant correlation of self-efficacy of the principals and its elements (r=0.45). Finally, in the model of regression prediction, just ability (B =0.28) and leadership (B =0.50) showed to have predictability power. The finding of this study is indirectly correlated with prior studies of Lee and Choi (2003), Lee and Lee (2007); Soon & Zainol (2011), Wen Ling Shih and Chun Yen Tsai (2016). This result is also consistent with the findings of the studies of Zembat & et al. (2010), Ali Al-Harthi and Hendawy Al-Mahdy (2017), Bird et al. (2013), and Boonla & Treputtharat (2014). The study of Zembat & et al. (2010) also confirmed the role of leadership styles in the effectiveness of schools. In a similar study, Bird et al. (2013) concluded that the activities of the principals lead to improving school processes. Regarding other finding of this study, a positive and significant correlation was found between managerial skills and school effectiveness. Studies have shown that successful schools have principals who have created professional culture and effectiveness (Afkhami Kheirabadi & et al., 2006). Based on the findings of this study, a significant correlation was found between developing the competencies of the principals in terms of skills, ability, and knowledge dimensions. Thus, it can be suggested that various dimensions of principals′ competencies are concerned by the authorities of Education Department. Principals of Education Departments are also suggested to prioritize consistent development of school teachers for preserving school effectiveness in the policies of training and developing human resources. In the present study, empirical evidences imply principals ‘perceptions about gaining school effectiveness by means of developing principals′ competencies. Results also suggest that principals are very important in achieving educational as well as organizational goals and school effectiveness. This study had limitations as well. These limitations included the lack of control over all unwanted variables which may have affected the results of this study. Newness of the studied variables and the lack of access to the broad and growing theories were our other limitations. Despite above-mentioned limitations in the present study, a new, growing, and excellent study area has been opened. On this basis, it can be suggested that this study is replicated in other schools and at different educational levels in order to gain more certainty by replicating the results. Also, by looking at the results and their comparisons with scrutiny, differences and similarities between the schools in terms of development and self-efficacy of their principals and school effectiveness can be identified. As a result, by developing competencies and improving self-efficacy of the principals, the effectiveness of the schools can be increased. | ||
| کلیدواژه‌ها | ||
| managers’ development؛ self-efficacy؛ Schools' Effectiveness | ||
| مراجع | ||
|
Abbasian, H., & Rajabi Firozabadi, A. (2016). The Role of Group OCB of Teachers on Elementary School Effectiveness. School Management Journal, 4(2), 109-121. [in Persian]. Afkhami Kheyrabadi, M., Sharif, M., Bakhtiyar Nasrabadi, H., & Mirshah Jafari, E. (2006). The Survey Fitness and Weakness and Strong Points of Selecting Principals by Teachers. Shiraz University Journal of Social Sciences, 25(4), 1-25. [in Persian]. Ahanchiyan, M., & Zohor Parvandeh, V. (2009). The Relationship Managerial Knowledge with High School Effectiveness of Mashhad City. Educational Journal of Bejnord Azad University, 5(18), 1-16.[in Persian]. Ahmadi, A., & Dost Mohammadloo, H. (2010). The Relationship between Conceptual: Humanistic Technical Skills of Principals with High School Effectiveness of Shiraz. Quarterly Journal of new approach in Educational Administration, 1(2), 119-136.[in Persian]. Ali Al-Harthi, A., Hendawy, Y.F., & Al-Mahdy, A. (2017). "Distributed Leadership and School Effectiveness in Egypt and Oman: an exploratory study". International Journal of Education al Management, https://doi.org/10.1108/IJEM-05-2016-0132 Permanent link to this document: https://doi.org/10.1108/IJEM-05-2016-0132. Anderson. D.W., Krajewski, H.T., Goffin, R. D., & Jakson, D.N. (2008), “A leadership self – efficacy taxonomy and its relation to effective leadership”. Leadership Quarterly, 19(5), 595 – 608. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman and Company, New York, NY. Bird, J. J., Dunaway, D. M., Hancock, D.R., & Wang, C. (2013), “The superintendent's leadership Role in School improvement: relationships between authenticity and best Boonla, D., & Treputtharat, S. (2014). The Relationship between the Leadership Style and School Effectiveness in School under the office of Secondary Education. Procedia Social and Behavioral Sciences, 112, 991–996 Creemers, B. P. M., & Kyriakides, L. (2010), “Explaining stability and changes in School Dari, B. (1994). Management Training in Organizational Dedication. Ministry of Culture & Higher Education.[in Persian]. Ekrami, M., & Rajabzadeh, S. (2011). Developing Component of Managers' Development Scale. Process of Management & Development, 24(77), 49-69.[in Persian]. Farahi Bozanjani, B. (2002). Developing & Explanation of Model for Managers' Development with HRM Approach. Ph.D Thesis, Tehran University.[in Persian]. Foladvand, Z. (2015). The Relationship between School Principals’ Development and Self-efficacy with the Effectiveness of High Schools. M.A Dissertation in Azarbaijan Shahid Madani University. [in Persian]. Gharoneh, D. (2008). The Relationship of Organizational Health with Public School Effectiveness in Tehran City. M.A Dissertation in Tehran University.[in Persian]. Ghasemzadeh, A. (2005). The Relationship between Managers’ Development and Organizational and developing model for Managers’ Development of Education. M.A Dissertation in Allameh Tabatabaei University. Ghasemzadeh, A., Abbaspour, A., & Kazemzadeh, M. (2014). The Relationship between Line & Staff Managers’ Development of Education with Organizational Effectiveness of Education. Journal of Management on Organization Training, 3(2), 153-176. [in Persian]. Gist, M. E., & Mitchell, T. R. (1992).Self-efficacy: a theoretical analysis of and determinates and malleability. Academy of Management Review, 17(2), 183-211. Hannah, S.T., Avolio, B. J., & Luthhans, P.D. (2008), “Leadership efficacy: review and future directions”. Leadership Quarterly, 19(6), 669-692. Hoy, W.K., & Miskel, C.G. (2013). Educational Administration: Theory, Research, and practice. New York, McGraw-Hill. Karamati, H., & Shahearay, M. (2004). The Role of Perceived Self-efficacy on Managers performance. Journal of Educational Innovations, 3(10), 103-115.[in Persian]. Katz, R. (1991). The Skills of a Successful Manager, Translated by Ghorchiyan. Public Training Center Press, Tehran.[in Persian]. Khadivi, A., & Alikhani farid, R. (2008). The Relationship between Principals Achievement Motivation with Organizational Effectiveness in High Schools. Journal of Education & Evaluation, 1(1), 39-72.[in Persian]. Khayat Jadidi, M. (2002). The Relationship Organizational Health with Organizational Effectiveness in Junior High Schools in Tehran City. M.A Dissertation in Tarbiat Moalem University. [in Persian]. Khodadadi, f., & Hasomi, T. (2012). The Relationship between Principals Skills with Their Effectiveness in Girls' High School of Sary City. Journal of Educational Administration Research, 3(3), 75-90. [in Persian]. Lee, H., & Choi, B. (2003), “Knowledge Management enablers, processes, and Organizational Lee, Y. C., & Lee, S. K. (2007), “Capabilities, processes and performance of knowledge Management: A structural approach”. Human Factors and Ergonomics in Manufacturing, 17(1): 21-41. Louis, K.S., Leithwood, K., Wahlstrom, K., & Anderson, S. (2010). Investigating the links to improved student learning: Final report of research findings. Retrieved from www.wallacefoundation.org/knowledgecenter/School-leadership/key research/Documents/Investigatingthe-Links-to-Improved-Student-Learning.pdf. McCormick, M.I. (2001).” Self – efficacy and Leadership Effectiveness: applying social cognitive theory to Leadership”. Journal of Leadership Studies, 8(1), 22 – 33. McCullers, J.F., & Bozeman, W. (2010),” principal self-efficacy: the effects of no child left behind and Florida School graders”. Notional An association of Secondary School Principals Bulletin, 94(1), 53-74. Najafi, M., & Foladchangh, M. (2007). The Relationship of Self-efficacy and Psycho Health among High School Students. Daneshvar-e-Raftar, 14(22), 69-81. [in Persian]. Prasertcharoensuk, T., & Tang, K. N. (2017). The effect of strategic leadership factors of administrators on School Effectiveness under the Office of Maha Sarakham Primary Educational Service Area 3, Kasetsart Journal of Social Sciences, http://dx.doi.org/10.1016/j.kjss.2016.09.001 Sammons, P., & Bakkum, L. (2011). Effective Schools, equity and teacher Effectiveness: A review to the literature. Retrieved from http://www. ugr.es/local/recfpro/rev153ART2en.pdf Scheerens, J. (2013). “The use of theory in School Effectiveness research revisited”. School Schmidt-Davis, J., & Bottoms, G. (2011). Who's next? Let's stop gambling on School performance and plan for principal succession. Retrieved from http://publications.sreb.org/2011/11V19_Principal_Succession_Planning.pdf. Shirazi, A. (2006). Educational Administration. Jahad Daneshghahi Press, Mashhad. [in Persian]. Shirbeighi, N., Azizi, N., Amjadparast, M., & Nosrati Saraydashtim, R. (2012). The Relationship Self-efficacy with leadership Effectiveness among High School Principals in Ghilan. Quarterly Journal of New Approach in Educational Administration, 3 (12), 37-50.[in Persian]. Soon, T. T., & Zainol, F. A. (2011). “Knowledge Management enablers, process and Organizational performance: Evidence from Malaysian enterprises”. Asian Social Science, 7(8), 186-202. Townsend, T. (1994). Effective Schooling for Community: Core plus Education. 1st Edition, Routledge: London. Wen-Ling, S., & Chun-Yen, T. (2016)."The effects of knowledge Management capabilities on perceived School Effectiveness in career and technical Education". Journal of Knowledge Management, 20(6) - Permanent link to this document: http://dx.doi.org/10.1108/JKM-12-2015-0515. Zembat, R., Koçyigit, S., Tugluk, M., & Dogan, H. (2010). The relationship between the Effectiveness of preSchools and leadership styles of School managers.Procedia Social and Behavioral Sciences, 2, 2269–2276doi: 10.1016/j.sbspro.2010.03.321. | ||
|
آمار تعداد مشاهده مقاله: 674 تعداد دریافت فایل اصل مقاله: 526 |
||